Riley Nicholas, Lubans David R, Morgan Philip J, Young Myles
Priority Research Centre in Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan Campus, Australia; Faculty of Education & Arts, University of Newcastle, Australia.
Priority Research Centre in Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan Campus, Australia; Faculty of Education & Arts, University of Newcastle, Australia.
J Sci Med Sport. 2015 Nov;18(6):656-61. doi: 10.1016/j.jsams.2014.09.005. Epub 2014 Sep 21.
This study evaluated the feasibility of the 'Encouraging Activity to Stimulate Young (EASY) Minds' programme, a school-based intervention for integrating physical activity (PA) into mathematics lessons.
Randomised controlled trial.
Two classes from a single school (n = 54) were randomised to receive either the 6-week EASY Minds intervention (n = 27) or follow their usual school programme (n = 27). The intervention involved the embedding of PA across the pre-existing mathematics programme for 3 × 60 min sessions per week. Changes in PA were measured using accelerometers and 'on task' behaviour was measured using momentary time sampling observation.
Using intention-to-treat analysis, significant intervention effects were found for MVPA (9.7%, 95%CI = 7.6, 11.8, p ≤ 0.001) and sedentary time (-22.4%, CI = -24.9, -12.2, p ≤ 0.001) for the intervention group during Mathematics lessons (9.30 am-10.30 am). Significant intervention effects were also shown for MVPA 8.7% (95% CI = 5.8, 11.6, p ≤ 0.001 and sedentary time -18.6% (95% CI = -24.9, -12.2, p ≤ 0.001) across the whole school day. Furthermore, children displayed significantly greater 'on-task' behaviour across the intervention period with a 19.9% (95%CI = 2.4, 37.4, p ≤ 0.03) mean difference between groups.
The EASY Minds programme demonstrated that integrating movement across the primary mathematics syllabus is feasible and efficacious in enhancing school based-PA and improving on-task behaviour in mathematics lessons.
本研究评估了“鼓励活动激发青少年思维（EASY）”计划的可行性，该计划是一项将体育活动（PA）融入数学课的校本干预措施。
随机对照试验。
从一所学校选取两个班级（n = 54），随机分为接受为期6周的EASY干预组（n = 27）或遵循常规学校课程组（n = 27）。干预措施包括在现有的数学课程中每周安排3次，每次60分钟的体育活动。使用加速度计测量体育活动的变化，使用瞬间时间抽样观察法测量“专注任务”行为。
采用意向性分析，干预组在数学课期间（上午9:30 - 10:30）的中等强度体育活动（MVPA）有显著干预效果（9.7%，95%CI = 7.6，11.8，p≤0.001），久坐时间有显著减少（-22.4%，CI = -24.9，-12.2，p≤0.001）。在整个学校日，MVPA也有显著干预效果（8.7%，95%CI = 5.8，11.6，p≤0.001），久坐时间减少（-18.6%，95%CI = -24.9，-12.2，p≤0.001）。此外，在干预期间，孩子们表现出显著更高的“专注任务”行为，两组之间的平均差异为19.9%（95%CI = 2.4，37.4，p≤0.03）。
EASY计划表明，将体育活动融入小学数学课程在增加校内体育活动和改善数学课专注任务行为方面是可行且有效的。
